scholarly journals Academic Success Between Disabling Hearing Loss and Hearing Students in Upper-Secondary: An Inclusive Classroom

2020 ◽  
Vol 10 (3) ◽  
pp. 351-363
Author(s):  
David A. Hernández-Ontiveros ◽  
Diego-Oswaldo Camacho-Vega
Keyword(s):  
Hearing Loss ◽  
Academic Performance ◽  
Instructional Design ◽  
Academic Success ◽  
Sign Language ◽  
Secondary Students ◽  
Inclusive Classroom ◽  
School Subjects ◽  
Upper Secondary ◽  
Educational Methodology

Academic performance between disabling hearing loss (DHL) and hearing students is unclear when considering students in the same classroom. The main objective of this study is to identify significant differences in grade by semester between DHL students who study in the same classroom supported by sign language interprets. Second, this study looks to identify what school subjects show significant differences between DHL and hearing students. N= 35 upper-secondary students from a Mexican school with an inclusive educational methodology (deaf and hearings share the same classroom supported by an interpreter) participated in the study (M = 17; SD = 2.2), n = 21 disabling hearing loss students (52% males) and n = 14 hearing students were followed during three years (six semesters). The first step was to obtain the previous grade earned in their low-secondary studies. Second, we got the overall rate by semester identifying grades by subject and comparing results between groups. Results indicated significant differences in academic performance, showing higher mastery for DHL students in the fourth and fifth semesters, particularly in computer-logical subjects and social subjects. In conclusion, this research provides evidence that supports the success of an inclusive methodology where DHL and hearing students share the same instructional design supported by a sign language interpreter. Additionally, DHL students performed better in the computer-logical subjects, an important skill daily but even more in the current COVID -19 crisis, as well as a social subject, an important factor suggested by prior evidence.

scholarly journals EFL Textbook Analysis: A Case Study

2012 ◽  
Vol 14 (3) ◽  
pp. 27 ◽  
Author(s):  
Harison Mohd Sidek
Keyword(s):  
Instructional Design ◽  
Secondary Students ◽  
Grade Level ◽  
Textbook Analysis ◽  
Secondary Curriculum ◽  
Upper Secondary ◽  
Below Grade Level

The purpose of the present study was to determine how well Malaysian EFL Secondary Curriculum prepares upper secondary students for tertiary reading in English. This study is explorative in nature. The data for this study were acquired from a Malaysian national EFL upper secondary textbook. The data were in the form of comprehension reading passages in the selected EFL textbook. In this case study, reading instructional design in the EFL textbook was analyzed in terms of types and the grade-level length of passages used in the textbook. The findings show that reading instructional design in the EFL textbook significantly emphasizes the use of narrative passages with the majority of the passages being below grade-level texts.

scholarly journals Risk and protective factors for anxiety impacting academic performance in post-secondary students

2020 ◽  
Vol 50 (2) ◽  
pp. 71-88
Author(s):  
Konrad T. Lisnyj ◽  
Regan Russell ◽  
Andrew Papadopoulos
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Protective Factors ◽  
Secondary Students ◽  
Protective Factor ◽  
Risk And Protective Factors ◽  
Survey Study ◽  
Post Secondary ◽  
Post Secondary Institution ◽  
Significant Factors

This survey study measured the association between risk and protective factors of anxiety and its implications on the academic performance of 1,053 students at a four-year, public post-secondary institution in southwestern Ontario. Logistic regression analyses revealed 13 significant variables at the univariable level, while the multivariable model yielded seven significant factors. Students who felt hopeless significantly increased their odds of reporting anxiety adversely affecting their academic performance, while being able to manage daily responsibilities was the only protective factor against anxiety impacting students’ educational attainment. By planning, designing, and implementing proactive programs focusing on thesepredictor variables, such interventions can equip students against the debilitative influence of anxiety on their academic success.

scholarly journals Desarrollo de habilidades socioemocionales a través de un curso de tutorías B-Learning para alumnos de nivel Bachillerato de la Universidad Autónoma de Zacatecas “Francisco García Salinas”: Estudio realizado en el Programa de Preparatoria No. XIII

2020 ◽  
pp. 23-37
Author(s):  
Martha Susana Hernández-Larios ◽  
Alejandro Rodolfo García-Villalobos ◽  
Esmelda Barrios-García ◽  
José de Jesús Hernández-Berumen
Keyword(s):  
Academic Performance ◽  
Secondary Students ◽  
School Dropout ◽  
Social Emotional ◽  
Emotional Skills ◽  
Institutional Strategy ◽  
Upper Secondary ◽  
Technological Tools ◽  
And Performance ◽  
Developing Strategies

As part of the institutional strategy to prevent failure and school dropout, seeking better academic performance by upper-secondary students, a project is established where the tutorial part is related to the use of technological tools and resources. A course in B-Learning is developed, developing strategies that modify their behavior and performance, said course consists of four units, where strategies are developed to improve attention, identify emotions and the strategies necessary for their concentration, allowing them to develop social-emotional skills achieving better academic performance.

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

scholarly journals Ethical and Moral Competences of Upper Secondary Students: A Comparative Study

2020 ◽  
pp. 209653112097395
Author(s):  
Zhengmei Peng ◽  
Dietrich Benner ◽  
Roumiana Nikolova ◽  
Stanislav Ivanov ◽  
Tao Peng
Keyword(s):  
Moral Judgment ◽  
Moral Education ◽  
Secondary Students ◽  
Chinese Students ◽  
Educational Background ◽  
Moral Knowledge ◽  
Moral Action ◽  
Action Plans ◽  
Upper Secondary ◽  
Moral Competences

Purpose: This article presents the theoretical framework, research design, methodology, and main findings of the comparative measurement of ethical–moral competences of 15-year-old upper secondary students in Shanghai, under the ETiK-International-Shanghai project. Design/Approach/Methods: By dividing the ethical–moral competences into the categories of basic ethical–moral knowledge, ethical–moral judgment competence, and competence in developing ethical–moral action plans, a survey of 2,036 students was conducted, using a reliable and valid testing instrument. Findings: In general, 15-year-olds from homes with more educational resources perform higher in all three scales across all countries taken under consideration in our study. Furthermore, school practices, teaching, as well as quantity and quality of instruction play a very important role in the moral education process and especially in developing students’ proficiency levels of ethical–moral knowledge, reasoning competence, as well as students’ high abilities in developing moral action plans. When relevant educational background factors are held constant, Chinese students show lower average scores on basic ethical–moral knowledge and moral judgment competence. With exception of the tested Vienna students, all other European samples scored better than the Chinese students—also on the test for developing ethical–moral action plans. However, Chinese students are especially able to display outstanding empathy when dealing with suffering, misfortune, and sorrow, as well as in their willingness to help others. Originality/Value: The findings of this article can foster thinking about which topics should be further discussed to improve the ethical–moral knowledge and competences of Chinese students and highlight requirements for the further development of moral education in China at the levels of teaching, curriculum, teacher education, and research.

Influence of the sign language interpreter during “Heartsaver AED Course” ministered to people with hearing loss

Resuscitation ◽  
2010 ◽  
Vol 81 (2) ◽  
pp. S96
Author(s):  
F.L. Fernandes ◽  
R. Gianotto-Oliveira ◽  
M. Paula ◽  
M.M. Gonzalez ◽  
S. Timerman ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Sign Language ◽  
Sign Language Interpreter
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